Veracity in Special Education
April 27, 2022
Bringing clarity to how we ascertain veracity can support our ability to identify high-quality interventions.
The MARIO Framework® pedagogy is founded on what science has revealed about learning – including
disciplines concerning the whole person and the ways we gain mastery.
MARIO Education focuses on what matters most: improving the quality of school relationships through impactful student-teacher conversations.
Targeted 1:1 conversations every class period led to significant academic gains. Students who participated in our intervention showed notably higher GPAs in core subjects compared to peers in control groups, demonstrating the real impact of meaningful connection.
Director of Scientific Affairs at Boston Strategic Partners
Author & Founder of Novak Education
Co-Founder & CEO of MARIO Education
These academic researchers support our mission to help bridge the gap between educational researchers and practitioners. Together with MARIO, they are committed to empowering and inspiring more educators to become teacher-researchers.
Ball State University
Penn State University
Growing Minds Consulting, LLC
Practical Psychological Services
University of Colorado, Colorado Springs
University of Houston-Clear Lake
Penn State University
University of Winchester
Practical Psychological Services
Kristianstad University, Faculty of Education
University of Houston-Clear Lake
Malmö University
University of Winchester
Linneaus University
Kristianstad University, Faculty of Education
Point Loma Nazarene University
Malmö University
Monash University
We understand that educators are pressed for time. To help, our team reviews recently published studies on a monthly basis and posts key findings and potenti
Bringing clarity to how we ascertain veracity can support our ability to identify high-quality interventions.
DeVries, Knickenberg, and Trygger report complex relationships between student characteristics (ie. the presence of learning differences), and self-perceived inclusion and academic self-regard.
The study explores factors that affect data-based decision making (DBDM), which has been established as an essential part to student progress, particularly for those with learning differences.
All students should have access to a range of program options that will be appropriately challenging and help them to develop the skills, attitudes, and experience needed to be successful post-school.
As special educators, we need to be aware of how and why students respond to reading comprehension interventions and how attention affects reading comprehension.
Metacognitive skills, when paired with a growth mindset, provide complementary skill sets and may be particularly beneficial for students in low socioeconomic school settings.
Identifying these internal and external factors can help universities ensure that they have the necessary resources in place to support students with disabilities.
Teacher language within general and special education classrooms differs for students with autism, resulting in potentially negative impacts.
Just as we develop our students’ self-efficacy and acknowledge the importance of our social presence during face-to-face learning, as the world continues to shift and technology becomes more prominent, we need to consider further enhancing our pedagogical practices for online learning.
The implication of this study for educators is that utilizing peer-mediated interventions, within academic, SEL, and executive function lessons, is once again proven an evidence-based approach to increasing academic gains.
Bringing clarity to how we ascertain veracity can support our ability to identify high-quality interventions.
DeVries, Knickenberg, and Trygger report complex relationships between student characteristics (ie. the presence of learning differences), and self-perceived inclusion and academic self-regard.
The study explores factors that affect data-based decision making (DBDM), which has been established as an essential part to student progress, particularly for those with learning differences.
All students should have access to a range of program options that will be appropriately challenging and help them to develop the skills, attitudes, and experience needed to be successful post-school.
As special educators, we need to be aware of how and why students respond to reading comprehension interventions and how attention affects reading comprehension.
Metacognitive skills, when paired with a growth mindset, provide complementary skill sets and may be particularly beneficial for students in low socioeconomic school settings.
Identifying these internal and external factors can help universities ensure that they have the necessary resources in place to support students with disabilities.
Teacher language within general and special education classrooms differs for students with autism, resulting in potentially negative impacts.
Just as we develop our students’ self-efficacy and acknowledge the importance of our social presence during face-to-face learning, as the world continues to shift and technology becomes more prominent, we need to consider further enhancing our pedagogical practices for online learning.
The implication of this study for educators is that utilizing peer-mediated interventions, within academic, SEL, and executive function lessons, is once again proven an evidence-based approach to increasing academic gains.
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